Before we begin this lesson here is some background information on the author Jamaica Kincaid, and the novel "Annie John" Bio on Annie John and Jamaica Kincaid
Pre-Reading: Chapter 7: The Long Rain. In this chapter of the novel what is the significance of the rain? How does the author use this metaphor to explain what is going on within the novel, as well as Annie’s emotions. When you are going through ruff times, how do you handle it? Students should have completed the reading of Chapter 7 before class, and should be ready for discussion. Spend time discussing the questions above, and how the students feel about this chapter of the novel.
Purpose: For students to become more familiar with self-identity, and being comfortable within their own skin Target Audience: 11th Grade, Juniors
English: III
Instructional Arrangement: Group/Individual
Estimated Time:2 Class Periods
What will we discover this Lesson:
Who Jamaica Kincaid is and what contribution the novel Annie John has made to literature
Compare and Contrast characters in the novel
In depth look into "Annie John"
TEKS:
(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an opinion;(B) distinguish between inductive and deductive reasoning and analyze the elements of deductively and inductively reasoned texts and the different ways conclusions are supported; (C) make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and (D) synthesize ideas and make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence.
(10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) evaluate how the author's purpose and stated or perceived audience affect the tone of persuasive texts; and
(11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to clean and use information in procedural texts and documents. Students are expected to: (A) evaluate the logic of the sequence of information presented in text (e.g., product support material, contracts); and (B) translate (from text to graphic or from graphic to text) complex, factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts; (B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media; (C) evaluate the objectivity of coverage of the same event in various types of media; and (D) evaluate changes in formality and tone across various media for different audiences and purposes.
Lesson Plan: The Transition
Before we begin this lesson here is some background information on the author Jamaica Kincaid, and the novel "Annie John"
Bio on Annie John and Jamaica Kincaid
Pre-Reading: Chapter 7: The Long Rain. In this chapter of the novel what is the significance of the rain? How does the author use this metaphor to explain what is going on within the novel, as well as Annie’s emotions. When you are going through ruff times, how do you handle it?
Students should have completed the reading of Chapter 7 before class, and should be ready for discussion. Spend time discussing the questions above, and how the students feel about this chapter of the novel.
Purpose: For students to become more familiar with self-identity, and being comfortable within their own skin
Target Audience: 11th Grade, Juniors
English: III
Instructional Arrangement: Group/Individual
Estimated Time:2 Class Periods
What will we discover this Lesson:
TEKS:
(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
(A) summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an opinion;(B) distinguish between inductive and deductive reasoning and analyze the elements of deductively and inductively reasoned texts and the different ways conclusions are supported;
(C) make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and
(D) synthesize ideas and make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence.
(10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:
(A) evaluate how the author's purpose and stated or perceived audience affect the tone of persuasive texts; and
(11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to clean and use information in procedural texts and documents. Students are expected to:
(A) evaluate the logic of the sequence of information presented in text (e.g., product support material, contracts); and
(B) translate (from text to graphic or from graphic to text) complex, factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:(A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;
(B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media;
(C) evaluate the objectivity of coverage of the same event in various types of media; and
(D) evaluate changes in formality and tone across various media for different audiences and purposes.